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Lock Haven University Learning Outcomes

At Lock Haven University, assessment of student learning is a continuous, faculty-driven process designed to enhance the educational experience of our students and promote success in their chosen careers. Assessment of student learning occurs within degree programs, across the common General Education curriculum, and in experiential learning. (Examples of these processes and outcomes can be found at the link below.) To augment our “in-house” assessments, we also use an external instrument, the ETS Proficiency Profile@, to measure core learning outcomes in writing and critical thinking.

Lock Haven University administered the ETS Proficiency Profile in 2010 - 2012.

Lock Haven University conducted a Value-added administration of the ETS Proficiency Profile in 2010 - 2012. The results are displayed below in the SLO Results tab.

For additional information on LHU’s process for administering ETS Proficiency Profile, please click on the Assessment Process Tab below. For information on the students included in the administration, please click the Students Tested Tab.

Why did you choose the ETS Proficiency Profile for your institutional assessment?

Our previous assessment person reviewed all options and selected this option.

Which Lock Haven University students are assessed? When?

Freshman and seniors are assessed through this tool.

How are assessment data collected?

The assessment was collected per the guidelines.

How are data reported within Lock Haven University?

The assessment coordinator collects the data and compiles a report that is shared with administration.

How are assessment data at LHU used to guide program improvements?

Administration reviews the results and reports back to departments.

Of 1147 freshmen students eligible to be tested, 146 (13%) were included in the tested sample at Lock Haven University.

Of 768 senior students eligible to be tested, 69 (9%) were included in the tested sample at Lock Haven University.

Probability sampling, where a small randomly selected sample of a larger population can be used to estimate the learning gains in the entire population with statistical confidence, provides the foundation for campus-level student learning outcomes assessment at many institutions. It's important, however, to review the demographics of the tested sample of students to ensure that the proportion of students within a given group in the tested sample is close to the proportion of students in that group in the total population. Differences in proportions don't mean the results aren't valid, but they do mean that institutions need to use caution in interpreting the results for the groups that are under-represented in the tested sample.

Undergraduate Student Demographic Breakdown

  Freshmen Seniors
Eligible Students Tested Students Eligible Students Tested Students
Gender Female 52% 68% 53% 57%
Male 48% 68% 46% 43%
Other or Unknown <1% <1% <1% <1%
US Underrepresented Minority 13% 15% 11% 12%
White / Caucasian 87% 121 87% 87%
International <1% <1% 1% 1%
Unknown <1% 1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) 40% 56% 35% 39%

The VSA advises institutions to follow assessment publisher guidelines for determining the appropriate number of students to test. In the absence of publisher guidelines, the VSA provides sample size guidelines for institutions based on a 95% confidence interval and 5% margin of error. So long as the tested sample demographics represent the student body, this means we can be 95% certain that the "true" population learning outcomes are with +/- 5% of the reported results. For more information on Sampling, please refer to the Research Methods Knowledge Base

The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.

The increase in learning on the analytic writing task is above what would be expected at an institution testing students of similar academic abilities.